【作者】 潘春妮；

【导师】 李红；

【作者基本信息】 西南师范大学 ， 发展与教育心理学， 2005， 硕士

【摘要】 国外已有的研究证明儿童在假设思维任务上的表现与在心理理论任务(意外地点任务、意外内容任务和欺骗任务)上的表现有显著相关。Riggs等人通过假设思维任务和心理理论任务对3到4岁的儿童做的实验研究以及Guajardo等人对3到5岁的儿童所做的实验研究结果均发现,儿童的假设思维行为可为他们心理理论行为的个体差异作出解释。Riggs和Guajardo等认为,假设思维和心理理论都需要儿童以与现实不一致的方式进行思考;儿童的假设思维能力可以预测他们的心理理论能力(错误信念能力)。据调查,国内目前尚没有把假设思维和心理理论两者相结合起来的相关研究,鉴于此,本研究把假设思维任务和心理理论任务结合起来,采用实验组控制组前测后测的实验设计对中国3到5岁儿童的假设思维能力进行训练,验证了Riggs和Guajardo等人的研究,进一步探讨儿童的假设思维能力和心理理论能力之间的关系。在本实验条件下得出以下结论: (1)3～5岁儿童的心理理论能力总体上表现出随年龄增长而提高的发展趋势;但这种发展趋势在不同的年龄段其发展水平和发展速度存在差异。3～4岁是儿童的心理理论能力的一个快速发展期;4岁是心理理论能力发展的一个极关键的时期,可谓是一个承前启后期;4～5岁,儿童的心理理论能力继续发展,但其发展速度较3～4岁这个年龄段要稍为平缓。 (2)同一年龄组的儿童对三个测量心理理论能力的任务(意外地点任务、意外内容任务和欺骗任务)的成绩表现出差异;证明这三个任务对心理理论能力更多还原

【Abstract】 Oversea research indicated that there are significant correlations between preschoolers’ performance on counterfactual thinking task and theory of mind task (the unexpected location task, the unexpected content task and the decepted task). Experiment results from Riggs et al. and Guajardo et al. found that individual performance in counterfactual thinking account for theory of mind understanding. They suggested that the two tasks involve preschoolers act in a way inconsistent with reality, counterfactual thinking of preschoolers prognosticates their theory of mind understanding (false belief understanding). Yet at present, there is no experimental study combining the two tasks on Chinese preschoolers. Therefore, the current research focused on conducting a training study based on the counterfactual thinking task and theory of mind task 3- to 5-year-old children in Chine. The present research testified Riggs et al.’s and Guajardo et al.’s results, and extended current work on the correlations between counterfactual thinking and theory of mind in preschoolers. Under the condition of this study, the conclusions are as follows:(1) In general, theory of mind understanding of 3- to 5-year-old has a rapid development, and the age shows an obvious effect on the development. But, there is更多还原